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| "Inservice" by Doug Johnson |
Good Instructional Design vs. Bad Instructional Design……
While reading the chapters for Module 1, I was reminded of this image I found a while back on Pinterest. It always makes me laugh. Most of us have at one time or another sat through an inservice presentation that made us feel exactly like that picture, like we are about to die. I can remember times like that as a student as well. I had an early morning geology class that would have been difficult at any time of day, even for a science lover but early morning class completely about rocks for a college student was nearly impossible. My favorite classes usually were science though, because there was a natural element to the content, I was usually learning about something I had experienced or was at least familiar with (plants, animals,). I also always enjoyed the fact that there was usually a lab component, a place that we could explore or extend our learning about the current topic. As educators, we present instruction to our students daily and we sit through more professional development and instruction than most other professionals with a unique perspective. When we are asked, we can definitely point out bad instructional design when we see it or experience it, and easily give examples of great instructional design. When looking at these examples though, what exactly must we do to ensure our professional development and presentations model good instructional design? Defining exactly what that entails is sometimes much more difficult than just giving examples. One of the first things Larson and Lockee (2014) insist on for planning is “beginning with the end in mind.” Most of us find this easy to do with our students, as we have clear cut objectives and standards to guide us. With professional development, just like with our students, we must know what we our outcome needs to be before we can plan our route to get there. We have all been the victim of professional development that seemed to have no clear purpose or goal, and just like our students, adult learners also want to know what the purpose for their learning is. While researching good instructional design, I found this infographic and I really liked the simplicity of it.
It also connects well with the ADDIE (Analyze, Design, Develop, Implement, Evaluate) model we are working with. Starting similarly with “begin with the end in mind” just as Larson and Lockee (2014) recommend, it also gives four other simple guidelines to follow. It must be student-centered, which for professional development that could be any learner. I think we would all agree that all learning must be centered around the learner. The third point “it is perfected by improvement” ties directly into the evaluation/revision part of the ADDIE model. “Continuous evaluation produces feedback that facilitates continuous improvement of the instruction” (Larson and Lockee, 2014). The fourth point, “follows a well-defined system” ties in perfectly with the systematic ADDIE model of instructional design we are using in this course. Lastly, it points out “considers the big picture”. I realized when completing my ADDIE outline for this first module that this model does a great job of looking at the entire picture. When planning for successful instructional design, its very easy to go about it from our own comfort zone, learning style or viewpoint. We must always consider the goals, expectations, and needs of our learners, as well as the limitations that we may encounter. "Learners mus have a will to learn as well as the skill" (Larson and Lockee, 2014). Once again, bad instructional design may be very easy to point out and identify, but after reading and starting to research it is becoming more clear exactly what makes good instructional design as well.
5 Golden Rules of High-Quality Instructional Design Infographic - e-Learning Infographics. (2014, May 19). Retrieved July 10, 2015, from http://elearninginfographics.com/5-golden-rules-of-high-quality-instructional-design-infographic/
"Inservice" by Doug Johnson. (n.d.). Retrieved July 10, 2015, from https://www.flickr.com/photos/kjarrett/4138613146/
Instructional Design Series Introduction. (2013, December 26). Retrieved July 10, 2015, from https://youtu.be/_WGcS6lxqME
Larson, M., & Lockee, B. (2014). Streamlined ID: A practical guide to instructional design. New York, New York.
Farrah, I love the picture! I think many of us have felt the same way during past professional development workshops. I also referenced a similar experience on my blog. I think it is funny that we both pointed out the "boring" factor mentioned in the text! In chapter 3, Larson and Lockee (2014) discuss the difference between "digital natives" and "digital immigrants" and how instructional design is affected based on which group is in attendance. Digital natives are those who have grown up with technology and are comfortable with it, while digital immigrants are people who grew up without technology and are often uncomfortable with it. I think we can all agree that most groups of teachers these days are a mix of "digital natives" and "digital immigrants". My personal opinion is that there is a third group to consider that falls somewhere between "digital immigrant" and "digital native," and I consider myself to be a member of this group. I did not grow up with the vast amount of technology that our students today have access to, but I do remember when Super Mario Brothers and Duck Hunt were first introduced on the market. I was in the third or fourth grade at the time, and there were no computers in our classrooms--there was barely a lab at the time. There were no cell phones--those came out when I was in high school. My first phone was a bag phone, and I hated it because it was so bulky! I was in the last typing class to learn how to type on an electric typewriter. Every business class was equipped with computers the next year. I didn't really learn how to effectively use computers and various programs until I was in college. But I feel I AM comfortable with using technology. I also prefer to attend workshops that use technology. I do believe that prior knowledge is important in the case of instructional design, and I agree that it is easy to get caught up in our own comfort zone. As designers we have to consider all groups to avoid being the ever-dreaded "boring" presenter.
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